Article 2024 · 11 citations

A comprehensive model explaining teachers' intentions to use mobile-based assessment

Abstract

This study was conducted to understand pre-service and in-service teachers' intentions to use mobile-based assessment in classes by integrating theory of planned behaviour, technology acceptance model, and self-determination theory into one conceptual framework. Data were analysed using the structural equation model (SEM). Results of SEM from a sample of 522 pre-service teachers and 279 in-service teachers revealed that, compared to existing theories, the proposed model has a better acceptable level of explanatory power for intention to use mobile-based assessment. Results also showed that all the hypothesis relationship among constructs within the model was supported. In addition, the study identified the prominent mediating role of perceived usefulness, perceived ease of use, and attitude and moderating impact of gender on intention to use mobile-based assessment. All in all, the study provides useful implications for policymakers, teacher educators, and school administrators as well as suggestions for future researchers.

Keywords

Pre-service teachers in-service teachers mobile-based assessment theory of planned behaviour technology acceptance model self-determination theory TECHNOLOGY ACCEPTANCE MODEL SELF-DETERMINATION THEORY PRESERVICE TEACHERS INTRINSIC MOTIVATION BEHAVIORAL INTENTION PERCEIVED USEFULNESS PLANNED BEHAVIOR SYSTEMS FACILITATION EXTENSION

WoS Categories

Education & Educational Research

Sustainable Development Goals

Quality Education

Citation

Journal: INTERACTIVE LEARNING ENVIRONMENTS
Year: 2024
Volume: 32
Issue: 8
Pages: 4063-4087
ISSN: 1049-4820
eISSN: 1744-5191
DOI: 10.1080/10494820.2023.2194928
WoS UID: WOS:000967019300001

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